@inbook{31142, author = {{Schuster, Britt-Marie}}, booktitle = {{Textgliederungsprinzipien. Ihre Kennzeichnungsformen und Funktionen in Texten vom 8. bis 18. Jahrhundert. Akten zum Internationalen Kongress an der Staatlichen Universität St. Petersburg vom 22. bis 24. Juni 2017}}, editor = {{Simmler, Franz and Baeva, Galina}}, keywords = {{Textsortengeschichte}}, pages = {{293–312}}, publisher = {{WEIDLER}}, title = {{{Textgliederungsprinzipien und Beziehungsgestaltung im Stammbuch von 1559–1878}}}, year = {{2019}}, } @inbook{31134, author = {{Schuster, Britt-Marie}}, booktitle = {{Linguistische Kulturanalyse}}, editor = {{ Schröter, Juliane and Tienken, Susanne and Ilg, Yvonne and Scharloth, Joachim and Bubenhofer, Noah }}, keywords = {{Kommunikationsgeschichte, Kulturanalytische Linguistik}}, pages = {{195–218}}, publisher = {{de Gruyter}}, title = {{{Meines Vaters Haus und des Trainers Credo. Eine kulturanalytische Untersuchung pränominaler Genitivattribute.}}}, year = {{2019}}, } @inbook{31138, author = {{Schuster, Britt-Marie}}, booktitle = {{Handbuch Sprache in der Geschichte (Handbuchreihe „Sprache und Wissen“ )}}, editor = {{Bär, Jochen and Lobenstein-Reichmann , Anja and Riecke , Jörg }}, keywords = {{Textsortengeschichte}}, pages = {{219–240}}, publisher = {{de Gruyter}}, title = {{{Sprachgeschichte als Geschichte von Texten}}}, volume = {{8}}, year = {{2019}}, } @inbook{31136, author = {{Schuster, Britt-Marie}}, booktitle = {{Feilke Revisited. 60 Stellenbesuche}}, editor = {{Lehnen, Katrin and Pohl, Thorsten and Rezat, Sara and Steinhoff, Torsten and Steinseifer , Martin }}, keywords = {{Kommunikationsgeschichte}}, pages = {{S. 221–224}}, publisher = {{universi}}, title = {{{Nähesprachliche Prozeduren in der Distanzkommunikation}}}, year = {{2019}}, } @inbook{48472, author = {{Jacke, Christoph and Mendívil, Julio}}, booktitle = {{Heimatgedanken. Theologische und kulturwissenschaftliche Beiträge}}, editor = {{Brinkmann, Frank Thomas and Hammann, Johanna}}, pages = {{45--66}}, publisher = {{Springer VS}}, title = {{{Heimat 2.0. Über Konstruktionen und Imaginationen von Beheimatung in der deutschsprachigen Schlagermusik.}}}, year = {{2019}}, } @inbook{48467, author = {{Jacke, Christoph}}, booktitle = {{Die Sterne: Anfang verpasst. 1992-1999.}}, publisher = {{Tapete Records}}, title = {{{Politik, Coolness und Tanzbarkeit müssen kein Widerspruch sein: Eine Ent-Täuschung zur Bedeutung der Sterne.}}}, year = {{2019}}, } @article{48473, author = {{Jacke, Christoph}}, journal = {{Spex. Magazin für Popkultur.}}, pages = {{106}}, title = {{{Spex. Ausgaben 7/1995 und 8/1995.}}}, volume = {{384}}, year = {{2019}}, } @article{28992, abstract = {{ Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education. }}, author = {{Golombek, Christiane and Klingsieck, Katrin B. and Scharlau, Ingrid}}, issn = {{1015-5759}}, journal = {{European Journal of Psychological Assessment}}, number = {{5}}, pages = {{751 -- 761}}, title = {{{Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale}}}, doi = {{10.1027/1015-5759/a000452}}, volume = {{35}}, year = {{2019}}, } @inbook{31657, abstract = {{Die Forderung nach evidenzbasierter Arbeit verbreitet sich zunehmend auch in der Hochschuldidaktik. In diesem Beitrag wird das Konzept der Evidenzbasierung kritisch analysiert und geprüft, ob bzw. unter welchen Bedingungen, es für die Bewertung schreibdidaktischer Arbeit taugt. Zudem werden alternative Überlegungen dazu, wie der Nutzen schreibdidaktischer Maßnahmen erkundet und geprüft werden kann, entwickelt.}}, author = {{Scharlau, Ingrid and Klingsieck, Katrin B.}}, booktitle = {{Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?}}, editor = {{Hirsch-Weber, Andreas and Loesch, Cristina and Scherer, Stefan}}, pages = {{207 -- 226}}, publisher = {{Beltz (Juventa)}}, title = {{{Zur Positionierung der Forschung an Schreibzentren}}}, year = {{2019}}, } @article{46949, author = {{Klingsieck, Katrin B. and Marker, Rabea}}, journal = {{die hochschullehre}}, number = {{2019}}, pages = {{825--838}}, title = {{{Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung}}}, volume = {{5}}, year = {{2019}}, } @book{48792, author = {{Luft, Sebastian}}, publisher = {{Oxford University Press}}, title = {{{The Space of Culture. Towards a Transcendental Philosophy of Culture Following the Marburg School of Neo-Kantianism (Cohen, Natorp, Cassirer).}}}, doi = {{https://doi.org/10.1093/acprof:oso/9780198738848.001.0001}}, year = {{2019}}, } @book{48791, author = {{Luft, Sebastian}}, publisher = {{Meiner}}, title = {{{Philosophie Lehren}}}, year = {{2019}}, } @article{48831, abstract = {{This essay attempts to spell out what might be left of Husserlian phenomenology when one leaves behind Husserl’s own grounding ambitions. Husserl construes transcendental phenomenology as first philosophy. In a pragmatist vein of leaving it behind in the interest of something other, I discuss what would happen if one were to ‘pragmatize’ phenomenology. After first laying out Husserl’s vision, in a second part I reconstruct the motives that led to it in reaction to a ‘Cartesian anxiety’ of not securing an indubitable ground of knowledge. After that, the article spells out some pragmatic reflections on what phenomenology would be, without the need to secure foundations of knowledge. Such a liberation would in effect enable phenomenology to more fully make true on the ideals of the Enlightenment (which Rorty, too, underwrites) of emancipating oneself of one of the last vestiges of a dogmatic slumber.}}, author = {{Luft, Sebastian}}, journal = {{Phänomenologische Forschungen}}, number = {{2}}, pages = {{91--114}}, publisher = {{Felix Meiner Verlag }}, title = {{{Phenomenology without Foundations = Pragmatism? Or: What is Left of Phenomenology After a Pragmatic Critique}}}, year = {{2019}}, } @inbook{49712, author = {{Elit, Stefan and Eke, Norbert Otto}}, booktitle = {{Literarische Institutionen}}, editor = {{Elit, Stefan and Eke, Norbert Otto}}, isbn = {{978-3-11-036469-9}}, pages = {{1--17}}, publisher = {{de Gruyter}}, title = {{{Einleitung}}}, year = {{2019}}, } @misc{49747, author = {{Huybrechts, Yves}}, publisher = {{BelgienNet}}, title = {{{Die Antwerpener Börse - Aufstieg, Niedergang und Wandel (VIDEO)}}}, year = {{2019}}, } @article{32156, abstract = {{How do ideas come into being? Our contribution takes its starting point in an observation we made in empirical data from a prior study. The data center around an instant of an academic writer’s thinking during the revision of a scientific paper. Through a detailed discourse-oriented micro-analysis, we zoom in on the writer’s thinking activity and uncover the genesis of a complex idea through a sequence of interrelated moments. These moments feature different degrees of “crystallization” of the idea; from gestures, a sketch, a short written note, oral explanations to a final spelled-out written argument. For this contribution, we re-analyze the material, asking how the idea gets formed during the thinking process and how it reaches a tangible form, which is understandable both for the thinker and for other persons. We root our analysis in a notion of language as social, embodied, and dialogical activity, drawing on concepts from Humboldt, Jakubinskij, and Vygotsky. We focus our analysis on three conceptual nodes. The first node is the ebbing and advancing of language in idea formation – observable as a trajectory through linguistically more condensed or more expanded utterance forms. The second node is the degree of objectification that the idea reaches when it is performed differently in a variety of addressivity constellations, i.e., whether and how it becomes understandable to the thinker and to others in the social sphere. Finally, the third node is the saturation of the idea through what we call intrapersonal intertextuality, i.e., its complex and dialogically related re-articulations in a sequence of formative moments. With these considerations, we articulate a clear consequence for theorizing thinking. We hold that thinking is social, embodied, and dialogically organized because it is entangled with language. Ideas come into being and become understandable and communicable to other persons only by and within their different, yet, intertextually related formations.}}, author = {{Karsten, Andrea and Bertau, Marie-Cécile}}, journal = {{Frontiers in Psychology}}, keywords = {{idea formation, language activity, objectification, intrapersonal intertextuality, articulation, Jakubinskij, Vygotsky, Humboldt}}, title = {{{How ideas come into being: Tracing intertextual moments in grades of objectification and publicness}}}, doi = {{10.3389/fpsyg.2019.02355}}, volume = {{10}}, year = {{2019}}, } @inproceedings{45061, author = {{Knickenberg, Margarita and Zurbriggen, Carmen and Schwab, Susanne and Gebhardt, Markus}}, location = {{Köln}}, title = {{{Inklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in verschiedenen schulischen Kontexten.}}}, year = {{2019}}, } @inproceedings{45060, author = {{Knickenberg, Margarita and Zurbriggen, Carmen and Venetz, Martin}}, location = {{Baltimore, MD, United States}}, title = {{{Students with emotional or behavioral problems: Their emotional experience in the classroom during peer interactions.}}}, year = {{2019}}, } @inproceedings{45056, author = {{Knickenberg, Margarita and Frank, Hellmich and Marwin Felix, Löper}}, location = {{Porto}}, title = {{{Individual and institutional determinants for primary school teachers’ self-efficacy beliefs regarding inclusive education – Results from qualitative interviews.}}}, year = {{2019}}, } @inproceedings{45054, author = {{Knickenberg, Margarita and Marwin Felix, Löper and Frank, Hellmich}}, location = {{Aachen}}, title = {{{Potential influencing factors for teachers’ self-efficacy beliefs concerning inclusive education}}}, year = {{2019}}, }